A training video from a series demonstrating 7 key stages of Cognitive Therapy for PTSD (CT-PTSD) with children and young people.
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A review of the evidence: Understanding educational experiences of children and young people who are seeking refuge and asylum
Video 1 – Developing a Timeline
Video 2 – Deciding which trauma to work with
A training video from a series demonstrating 7 key stages of Cognitive Therapy for PTSD (CT-PTSD) with children and young people.
Video 3 – Setting Up Reliving Work
A training video from a series demonstrating 7 key stages of Cognitive Therapy for PTSD (CT-PTSD) with children and young people.
Video 4 – Doing Reliving Work
A training video from a series demonstrating 7 key stages of Cognitive Therapy for PTSD (CT-PTSD) with children and young people.
Video 5 – Building a Narrative
A training video from a series demonstrating 7 key stages of Cognitive Therapy for PTSD (CT-PTSD) with children and young people.
Video 7 – Setting Up Working With Triggers
A training video from a series demonstrating 7 key stages of Cognitive Therapy for PTSD (CT-PTSD) with children and young people.
Video 6 – Updating Trauma Memories
A training video from a series demonstrating 7 key stages of Cognitive Therapy for PTSD (CT-PTSD) with children and young people.
Traumatic bereavement literature review
A brief summary of published research on topics related to traumatic bereavement.
Protected: How to lead student and staff recovery (A)
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How to support refugee and asylum-seeking children and young people who have experienced trauma
Updated March 2022 – A brief summary of some of the traumatic experiences refugee and asylum-seeking children and young people may experience with a list of helpful resources.
Supporting traumatically bereaved children and young people
In this video Professor Eamon McCrory explains what scientists have learned about how mental health problems develop over time in an accessible way for professionals and carers working with children.
Traumatic bereavement support plan for schools and colleges
What is traumatic bereavement?
In this video Professor Eamon McCrory explains what scientists have learned about how mental health problems develop over time in an accessible way for professionals and carers working with children.
How to make effective referrals for traumatic bereavement
In this video Professor Eamon McCrory explains what scientists have learned about how mental health problems develop over time in an accessible way for professionals and carers working with children.
Inclusive practice: stigma, safety and strengths
In this video Professor Eamon McCrory explains what scientists have learned about how mental health problems develop over time in an accessible way for professionals and carers working with children.
How to support traumatically bereaved children and young people
In this video Professor Eamon McCrory explains what scientists have learned about how mental health problems develop over time in an accessible way for professionals and carers working with children.
Traumatic Bereavement for children & young people
Traumatic bereavement for parents & carers
Build on relationship with trusted adult
Traumatic bereavement clinical guide
What is Traumatic Bereavement?
How to identify traumatic bereavement
In this video Professor Eamon McCrory explains what scientists have learned about how mental health problems develop over time in an accessible way for professionals and carers working with children.
How the brain adapts to adversity
In this video, How the Brain Adapts to Adversity, Professor Eamon McCrory shares what scientists have learned from studying the brain about the impact of abuse and neglect in an accessible way for professionals and carers working with children.
Early childhood and the developing brain
Our genes and our early experiences together determine the structure of our brain. But what experiences are the most important? This article explains how early relationships powerfully shape a child’s brain development, creating the foundation for later life. Includes brief introductions to epigenetics, sensitive periods of development, and brain development.
Childhood Trauma: What happens when relationships go wrong?
Childhood trauma can lead to long-lasting changes in the brain. How does this happen? This article explains how brain systems involved in detecting threat, processing reward, and personal (autobiographical) memories adapt to experiences of abuse and neglect.
Neuroscience research
What is neuroscience and what do we know about brain development? What are the challenges and limitations of current research? In this video, several leading neuroscientists explore these questions.
From the Field: Neuroscience experiments
To improve our understanding of children, neuroscientists look at the brain in tightly controlled experiments. Here are brief summaries of several key experiments that revealed some of the hidden links between early childhood experiences and brain development.
Further Reading
For those of you who have an interest in learning more about this field, here is a list of articles that address different questions in the field. Most are review articles that summarise particular areas of research.
Signs and symptoms of trauma in children and young people
A brief guide to help the adults (e.g. parents, carers, teachers) who are concerned about a child or young person’s response to the coronavirus pandemic.
Why understanding the past is crucial during a crisis
A brief guide to help mental health professionals and carers understand how past experiences of trauma, including abuse and neglect, make some children more vulnerable to the impact of the coronavirus pandemic.
Promoting psychological recovery and wellbeing
A brief guide to help the adults (e.g. parents, carers, teachers), who are helping and supporting children affected by the coronavirus when the child or a family member has been very ill and survived.
Trawma Yn Ystod Plentyndod A’Rymennydd
Importance of staying connected to a child’s experiences
Katherine Mautner, Play Therapist at the Anna Freud Centre , explains how foster carers can work towards establishing feelings of trust and safety with the children in their care.
The key role trust plays in learning
Professor Peter Fonagy, Chief Executive at the Anna Freud Centre, discusses why children who have experienced abuse and neglect struggle in educational environments.
How a child’s body tells the story
Tessa Baradon, Child Psychotherapist at the Anna Freud Centre, explains how children’s bodies can carry their experiences of childhood trauma.
What should professionals do when we disagree on how to help a child?
Dr. Dickon Bevington, Medical Director, Anna Freud National Centre for Children and Families, shares four things for professionals to think about when things start going wrong among professionals working with a young person.
How to help children who experience reward differently
Brenda McHugh, Co-Director of the Pears Family School at the Anna Freud Centre, gives some practical examples of how teachers can help children who may experience reward differently.
Childhood Trauma and the Brain for Teachers
Brenda McHugh, Co-Director of the Pears Family School at the Anna Freud Centre, shares how teachers can apply their understanding of the brain’s threat system with the Argument Pizza Method.
What to do when waiting for a diagnosis
Brenda McHugh, Co-Director, Pears Family School, discusses how science gives teachers new descriptions of behaviour that can improve their understanding of a child or young person.
How schools can combat social thinning
Brenda McHugh, Co-Director, Pears Family School, explains how a school can create their own ‘village to raise a child’ to help prevent exclusion.